GUIDING PRINCIPLES IN DETERMINING AND

FORMULATING LEARNING OBJECTIVES

Goal and Objective-(intended student
learning outcome)
-statements that describe the desired
learning that students should have
acquired and should be able to
demonstrate at the end of a program
of study.
 GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
 This means that we must begin our
lesson with a clearly defined lesson
objective. With a clear and specific
lesson objective we will have a sense
of direction and we do not lose sight
of what we intend to teach.
 Our lesson ought to begin with a
statement and clarification of our
lesson objective. Make known to
our students our instructional
objective and encourage them to
make the lesson objective their
own.
A)COGNITIVE DOMAIN-(KNOWLEDGE)
-Our objective is dominantly cognitive if it is
meant primarily in the acquisition of
knowledge.
Example: At the end of the period, the students
will be able to identify the different parts of a
computer.
B)PSYCHOMOTOR DOMAIN-(SKILLS)
-Our objective is dominantly
psychomotor if it is intended for the
acquisition and honing of skills.
Example: At the end of the period, the
students will be able to know how to
troubleshot a computer.
C) AFFECTIVE DOMAIN-(Values)
-objectives in the affective
domain are mainly focused on
attitude and values formation.
Example: Display honesty in
trouble shooting.
According to this principle, what is most
important is that our lesson is wholistic
and complete because it dwells on
knowledge and values or on skills and
values or on knowledge , skills and
values. It is necessary that our lesson
gets direction from objectives in the two
or three domains with the affective
domain always present.
 Our lesson objective must be
connected to our students’ life
experiences. It must be relevant to
their daily life.
 Our lesson objective must flow from
the aims of education embodied in the
Phil. Constitution and the vision-
mission statement of the school. We
have something to do with the
attainment of the broad aims of
education. We can contribute to the
realization of our school’s vision and
mission statements.
 Critical thinking (analyzing/evaluating)
 Levels of cognitive (knowledge)
1) Remembering
2) Understanding
3) Applying
4) Analyzing
5) Evaluating
6) creating
 Creative thinking.(develop new unique
structures, systems, models, approaches, and
ideas)
 SPECIFIC-use of specific words(desired action
or performance)
 MEASURABLE-can be assessed/tested
 ATTAINABLE-it is possible for the students to
perform
 RESULT-ORIENTED-students are able to
demonstrate learning
 TIME-BOUND AND TERMINAL-lesson is within
the time limit allotted. Students demonstrate
learning at the end of the period.
 WithSMART lesson objectives, there is a
greater match between instruction and
assessment. In order for intended
learning outcomes to provide a useful
basis for developing appropriate
measures and instruments for assessing
student learning, they must contain
verbs that describe observable,
measurable, and achievable actions and
performance levels. As a guide in writing
SMART Objectives, we use the revised
Bloom’s Taxonomy of Objectives.